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This article communicates the results of a multi-case qualitative study that sought to know the meanings and debates present in Chilean schools in relation to LGTBI inclusion. This research gathered information from 8 cases using documentary analysis, interviews, focus groups with different school actors, and non-participant observation. The article asks how justice of recognition finds expression in school communities, understanding justice as the visibility of gender expression and identities, and sexual diversity, as well as the existence of pedagogical practices and experiences that allow LGTBI students to build self-confidence. The results indicate that, in the Chilean school system, there are advances on the recognition of gender identities and sexual diversity, but they are partial and fragile. Respect for diversity is a principle present in the discourses of school actors, but this does not question the hegemony of heteronormativity in the curriculum or teaching practices. Students and principals with greater cultural capital and/or political mobilization, trigger important changes in recognition as educational justice. [ABSTRACT FROM AUTHOR]